TURN-TAKING AND TEACHER DOMINANCE IN EFL MINI-VLOG LESSONS: A CRITICAL DISCOURSE ANALYSIS
Abstract
Classroom discourse research rarely examined turn-taking dominance within task-based digital assignments, despite its relevance for understanding power distribution between teachers and students. This study addressed that gap by investigating turn-taking patterns during a mini-vlog simulation task in a ninth-grade EFL classroom, aiming to identify speaking duration, dominance, and negotiation mechanisms between the teacher and students. The researcher applied a qualitative case study design grounded in Critical Discourse Analysis, employing Fairclough's three-dimensional framework to analyze video recordings and verbatim transcripts collected across three classroom sessions involving eighteen participants. Findings revealed that the teacher dominated speaking turns during instructional explanation, whereas students dominated turns during their group presentations, reversing typical classroom asymmetry. Evaluative feedback and institutional closure, however, preserved the teacher's underlying authority throughout the interaction. This study concluded that task design shaped turn-taking dynamics more strongly than fixed classroom hierarchy, offering practical implications for designing student-centered EFL speaking assignments.
Keywords
References
Abdalla, B. A., Abbas, Y. N., Fattah, F. H., Ghafour, A. K., Hamasaeed, A. Gh., Ezzat, S. L., Hasan, S. J., Sadullah, A. D., Hamasalih, H. M., Mohammed, K. K., Najar, K. A., & Kakamad, F. H. (2026). Qualitative research and data analysis across methodological traditions: A narrative review. Journal of Medicine, Surgery, and Public Health, 9, 100240. https://doi.org/10.1016/j.glmedi.2026.100240
Ahmed, S. K. (2025). Sample size for saturation in qualitative research: Debates, definitions, and strategies. Journal of Medicine, Surgery, and Public Health, 5, 100171. https://doi.org/10.1016/j.glmedi.2024.100171
Havadar, E. E. (2024). Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally. Linguistics and Education, 80. https://doi.org/10.1016/j.linged.2024.101283
Haynes-Brown, T. K. (2025). The role of sampling in an explanatory sequential mixed methods study: General applications of the transformative paradigm. Methods in Psychology, 12. https://doi.org/10.1016/j.metip.2025.100176
Hu, G., Asafo-Adjei, R., & Bonsu, E. M. (2024). Visions and missions: Stance in the marketisation discourse of selected Ghanaian universities. Linguistics and Education, 80. https://doi.org/10.1016/j.linged.2024.101291
Ishino, M., & Ro, E. (2025). “I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching. Linguistics and Education, 89. https://doi.org/10.1016/j.linged.2025.101466
Karlsen, M. M. W., Sørensen, K., Hofset Larsen, B., Heyn, L. G., & Gerwing, J. (2025). Video recording as a data collection method in vulnerable populations - methodological and ethical considerations. PEC Innovation, 7. https://doi.org/10.1016/j.pecinn.2025.100432
Li, Y., & Ding, F. (2026). Affordances and learner agency: Chinese EFL learners’ English vlogging practices on Douyin. System, 138. https://doi.org/10.1016/j.system.2025.103963
Ren, S., & Seedhouse, P. (2026). Learner-initiated self-selection as a next speaker in a technology-mediated L2 learning environment: A multimodal conversation analytic perspective. System, 137. https://doi.org/10.1016/j.system.2025.103914
S, S., M.J, S., & C, M.-S. (2024). Co-constucting and negotiating knowledge propositions in social Studies discussion: Exploring an SFL-based framework from close analysis of discourse moves. Linguistic and Education Journal.
Tai, T. Y., & Chen, H. H. J. (2024). Navigating elementary EFL speaking skills with generative AI chatbots: Exploring individual and paired interactions. Computers and Education, 220. https://doi.org/10.1016/j.compedu.2024.105112
Tao, Y., & Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-analysis. In Educational Research Review (Vol. 45). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2024.100638
Wang, D., & Chen, G. (2024). Are perfect transcripts necessary when we analyze classroom dialogue using AIoT? Internet of Things (Netherlands), 25. https://doi.org/10.1016/j.iot.2024.101105
Wang, D., Tao, Y., & Chen, G. (2024). Artificial intelligence in classroom discourse: A systematic review of the past decade. International Journal of Educational Research, 123. https://doi.org/10.1016/j.ijer.2023.102275
Zhang, H., Wu, C., Xie, J., Lyu, Y., Cai, J., & Carroll, J. M. (2025). Self-Collaboration Code Generation via ChatGPT. ACM Transactions on Software Engineering and Methodology, 33. https://doi.org/10.1145/3672459
DOI: https://doi.org/10.31004/jele.v11i5.3219
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Nenden Nur Humairah, Lucky Rahayu Nurjamin, Yustika Nur Fajriah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
